INTEGRATING SPC TABLE FORMATIVE ASSESSMENT WITH SCORM

2007 ◽  
Vol 08 (04) ◽  
pp. 305-320
Author(s):  
WEN-CHIH CHANG ◽  
HUI-HUANG HSU ◽  
TIMOTHY K. SHIH ◽  
HSUAN-CHE YANG
Keyword(s):  
Formative Assessment ◽  
Student Performance ◽  
Reference Model ◽  
Test Problems ◽  
Complete Evaluation ◽  
Learning Content ◽  
E Learning ◽  
Evaluation Mechanism ◽  
Third Dimension ◽  
Student Problem

SCORM (Sharable Content Object Reference Model) is one of the international e-learning specifications, which provides sharable content, compatible run-time environment and learning profile. SCORM supports accessibility, adaptability, affordability, durability, interoperability and reusability. People can share their own learning content with each other and learn things on the Internet. SCORM learning content can run on the SCORM learning management system. However SCORM do not have a complete evaluation mechanism. The SP chart represents students and problems. It is a tool to analyze the relationship between students and their answers to test problems. In this paper, we integrate the SP chart into SCORM as a formative assessment and add course as the third dimension to strengthen SCORM assessment. The developed tool can be used for SCORM assessment in three perspectives: student-problem, course-problem, and student-problem. So any test problem set and the student performance can be thoroughly examined. The tool was applied to a class and the empirical results are presented in this paper.

scholarly journals A rapid auto-indexing technology for designing readable e-learning content

2012 ◽  
Vol 13 (5) ◽  
pp. 20 ◽  
Author(s):  
Pao-Ta Yu ◽  
Yuan-Hsun Liao ◽  
Ming-Hsiang Su ◽  
Po-Jen Cheng ◽  
Chun-Hsuan Pai
Keyword(s):  
Formative Assessment ◽  
Online Course ◽  
Instructional Video ◽  
Retrieval Performance ◽  
Instructional Videos ◽  
Learning Content ◽  
Indexing Method ◽  
E Learning ◽  
Specific Material ◽  
Fast Access

A rapid scene indexing method is proposed to improve retrieval performance for students accessing instructional videos. This indexing method is applied to anchor suitable indices to the instructional video so that students can obtain several small lesson units to gain learning mastery. The method also regulates online course progress. These anchored points not only provide students with fast access to specific material but also can link to certain quizzes or problems to show the interactive e-learning content that course developers deposited in the learning management system, which enhances the learning process. This allows students to click on the anchored point to repeat their lesson, or work through the quizzes or problems until they reach formative assessment. Hence, their learning can be guided by the formative assessment results.

Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

2009 ◽  
Vol 7 (4) ◽  
pp. 1-16
Author(s):  
Wen-Chih Chang ◽  
Hsuan-Che Yang ◽  
Timothy K. Shih ◽  
Louis R. Chao
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Assessment System ◽  
Educational Objective ◽  
E Learning ◽  
On Line ◽  
System Administrator ◽  
Instruction And Learning ◽  
Bloom Taxonomy ◽  
Student Problem

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning systems didn’t provide methods for assessing learners’ abilities but true-score mode. In this article, Sato’s Student-Problem Chart (SP Chart) is applied to integrate with our proposed on-line assessment system. Teachers are able to analyze each learner easily and efficiently. In addition, the Bloom Taxonomy of Educational Objective supports each item in our assessment management system during the authoring time. In our proposed system, it provides groups of function for student, teacher, and system administrator. According to the SP Chart analysis and Bloom taxonomy of items, we can divide all items into four types, and students into six types. With these types of diagnosis analysis chart, teacher can modify or delete the items which are not proper. With diagnosis analysis chart of students, teachers can realize learners’ learning situation easily and efficiently.

Using S-P Chart and Bloom Taxonomy to Develop Intelligent Formative Assessment Tool

2011 ◽  
pp. 283-298
Author(s):  
Wen-Chih Chang ◽  
Hsuan-Che Yang ◽  
Timothy K. Shih ◽  
Louis R. Chao
Keyword(s):  
Formative Assessment ◽  
Assessment Tool ◽  
Assessment System ◽  
Educational Objective ◽  
E Learning ◽  
On Line ◽  
System Administrator ◽  
Instruction And Learning ◽  
Bloom Taxonomy ◽  
Student Problem

E-learning provides a convenient and efficient way for learning. Formative assessment not only guides student in instruction and learning, diagnose skill or knowledge gaps, but also measures progress and evaluation. An efficient and convenient e-learning formative assessment system is the key character for e-learning. However, most e-learning systems didn’t provide methods for assessing learners’ abilities but true-score mode. In this article, Sato’s Student-Problem Chart (SP Chart) is applied to integrate with our proposed on-line assessment system. Teachers are able to analyze each learner easily and efficiently. In addition, the Bloom Taxonomy of Educational Objective supports each item in our assessment management system during the authoring time. In our proposed system, it provides groups of function for student, teacher, and system administrator. According to the SP Chart analysis and Bloom taxonomy of items, we can divide all items into four types, and students into six types. With these types of diagnosis analysis chart, teacher can modify or delete the items which are not proper. With diagnosis analysis chart of students, teachers can realize learners’ learning situation easily and efficiently.

An Object-Oriented Approach to Manage E-Learning Content Using Learning Objects

2011 ◽  
pp. 89-98 ◽  
Author(s):  
Andreas Holzinger ◽  
Josef Smolle ◽  
Gilbert Reibnegger
Keyword(s):  
Best Practice ◽  
Reference Model ◽  
Learning Objects ◽  
Self Evaluation ◽  
Learning Object Metadata ◽  
Learning Content ◽  
E Learning ◽  
Advanced Organizer ◽  
Object Oriented Approach ◽  
Oriented Approach

Learning objects (LO) are theoretically based on granular, reusable chunks of information. In this chapter the authors argue that LOs should consist of more than just content, that is, they should include pre-knowledge questions on the basis of the concept of the advanced organizer, of self-evaluation questions (assessment), and finally of appropriate metadata. The used metadata concept must be based on accepted standards, such as learning object metadata (LOM) and the shareable object reference model (SCORM). A best practice example of the realization of these concepts is the Virtual Medical Campus Graz (VMC-Graz), which actually is the realization of an information system to make a new curriculum digitally accessible.

Promoting Hybrid Learning through an Open Source EBook Approach

2010 ◽  
Vol 14 (3) ◽  
Author(s):  
Xin Bai ◽  
Michael B. Smith
Keyword(s):  
Open Source ◽  
Building Blocks ◽  
Educational Technologies ◽  
Just In Time ◽  
Learning Modules ◽  
Learning Content ◽  
Long Run ◽  
E Learning ◽  
Teaching Efficiency ◽  
Content Design

Educational technology is developing rapidly, making education more accessible, affordable, adaptable, and equitable. Students now have the option to choose a campus that can provide excellent blended learning curriculum with minimal geographical restraints. We proactively explore ways to maximize the power of educational technologies to increase enrollment, reduce failure rates, improve teaching efficiency, and cut costs without sacrificing high quality or placing extra burden on faculty. This mission is accomplished through open source learning content design and development. We developed scalable, shareable, and sustainable e-learning modules as book chapters that can be distributed through both computers and mobile devices. The resulting e-learning building blocks can automate the assessment processes, provide just-in-time feedback, and adjust the teaching material dynamically based upon each student’s strengths and weaknesses. Once built, these self-contained learning modules can be easily maintained, shared, and re-purposed, thus cutting costs in the long run. This will encourage faculty from different disciplines to share their best teaching practices online. The end result of the project is a sustainable knowledge base that can grow over time, benefit all the discipline, and promote learning.

Methodological Problems for Development of Adaptive E-learning Content

2018 ◽  
Vol 9 (1) ◽  
pp. 119-124 ◽  
Author(s):  
Todorka Terzieva ◽  
◽  
Asen Rahnev ◽  
Anatoli Karabov ◽  
◽  
...  
Keyword(s):  
Learning Content ◽  
E Learning ◽  
Methodological Problems

scholarly journals Computer Adaptive Testing Using Upper-Confidence Bound Algorithm for Formative Assessment

2019 ◽  
Vol 9 (20) ◽  
pp. 4303 ◽  
Author(s):  
Jaroslav Melesko ◽  
Vitalij Novickij
Keyword(s):  
Formative Assessment ◽  
Latent Trait ◽  
Corrective Feedback ◽  
Strong Support ◽  
Adaptive Testing ◽  
Computer Adaptive Testing ◽  
Confidence Bound ◽  
Question Item ◽  
E Learning ◽  
Upper Confidence Bound

There is strong support for formative assessment inclusion in learning processes, with the main emphasis on corrective feedback for students. However, traditional testing and Computer Adaptive Testing can be problematic to implement in the classroom. Paper based tests are logistically inconvenient and are hard to personalize, and thus must be longer to accurately assess every student in the classroom. Computer Adaptive Testing can mitigate these problems by making use of Multi-Dimensional Item Response Theory at cost of introducing several new problems, most problematic of which are the greater test creation complexity, because of the necessity of question pool calibration, and the debatable premise that different questions measure one common latent trait. In this paper a new approach of modelling formative assessment as a Multi-Armed bandit problem is proposed and solved using Upper-Confidence Bound algorithm. The method in combination with e-learning paradigm has the potential to mitigate such problems as question item calibration and lengthy tests, while providing accurate formative assessment feedback for students. A number of simulation and empirical data experiments (with 104 students) are carried out to explore and measure the potential of this application with positive results.

Pedagogical Importance of Learner Interface in Web-Based e-Learning Content

2021 ◽  
Author(s):  
S.C.M. de S Sirisuriya ◽  
L. Ranathunge ◽  
S.P. Karunanayake ◽  
N. A. Abdullah
Keyword(s):  
Web Based ◽  
Learning Content ◽  
E Learning

E-learning and Language and Style in Lancaster

2006 ◽  
Vol 15 (3) ◽  
pp. 234-256 ◽  
Author(s):  
Mick Short
Keyword(s):  
Student Performance ◽  
English Language ◽  
First Year ◽  
Traditional Teaching ◽  
Web Based ◽  
Traditional Lecture ◽  
Student Responses ◽  
Introductory Course ◽  
E Learning ◽  
The Web

This article reports on research conducted in the department of Linguistics and English Language at Lancaster University from 2002 to 2005 on first-year undergraduate student performance in, and reaction to, a web-based introductory course in stylistic analysis. The main focus of this report is a comparison of student responses to the varying ways in which the web-based course was used from year to year. The description of student responses is based on an analysis of end-of-course questionnaires and a comparison of exit grades. In 2002–3, students accessed the first two-thirds of the course in web-based form and the last third through more traditional teaching. In 2003–4 the entire course was accessed in web-based form, and in 2004–5 web-based course workshops were used as part of a combined package which also involved weekly lectures and seminars. Some comparison is also made with student performance in, and responses to, the traditional lecture + seminar form of the course, as typified in the 2001–2 version of the course.

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